This week, in Spanish Three, SWBAT to tell a friend five things that he/she should do and five things that he/she should not do.
In Spanish Two, SWBAT demonstrate understanding of the irregular preterite by performing a music video the song ¿Qué hiciste ayer? which will be filmed on IPad.
April 5, 2013
DSC
Personal Goals, In Spanish 2 I think I used Spanish about 75% of the time. In Spanish three, it was much lower because we are being a new concept.
Spanish 4, the students did most of the talking in the TL because they were making presentations on the text we just finished.
Class room atmosphere: The Spanish two students seem to be happy to make the music video. I have had some positive feed back on that. Spanish three are looking forward to playing Simon Says as a way to reinforce the commands. I was very pleased with the Spanish 4 presentations.
Student centered learning: Spanish four chose what they would create for a final project, Spanish three is telling a friend what to do and not to do, and Spanish two chose friends to make their music video.
April 24, 2013.
Spanish Two made their IPad music videos of the song ¿Qué hiciste ayer? and I will post my favorite video.
This week, SWBAT: tell people about actions that happened yesterday using verbs that are irregular in the preterite. First, they will tell a partner what they did during vacation and report to the class three activities their partner did using the third person. This gives the student an opportunity to speak in the target language using the first, second and third persons.
Personal Goal for Spanish Two- I have been using about 60% TL. I find that I tend to throw in TL words or phrases here and there and then I build from there. Today, I asked the students in the TL how many people were in their group and the students understood that and answered with the number in Spanish.
Spanish 4 SWBAT: Describe in the TL two planets The Little Prince has visited.
SWBAT: After reading the first chapter in The Little Prince, students will draw their own picture. In the TL SWBAT guess what the student has drawn, and then the student will describe their own painting.
SWBAT write a ten line dialogue of the Vain Man and act it out with a partner in the TL.
Personal goal: Student centered learning: Students decided what they wanted to draw and spoke about it in their own words.
Target language: about 92%
Classroom environment: I'm having fun teaching The Little Prince, and I sense that the students are enjoying it also. One student brought in a copy of the book in dual languages: French and Spanish!
Spanish Three: SWBAT: Tell five different people what to do and what not to do. They will make a poster using illustrating 25 commands in the TL.
Personal Goal: About 70% in the TL
Student centered learning: The students are in groups of three make rough drafts for the posters. They are using the large post it pads that I taped to the walls. They are helping each other make the commands.
Classroom environment: After the commands, I will be teaching them how to soften the commands using the subjunctive voice. I asked them if they wanted to see a verb conjugated in the subjunctive and they all said, ¡Sí, señora!
In Spanish Two, SWBAT demonstrate understanding of the irregular preterite by performing a music video the song ¿Qué hiciste ayer? which will be filmed on IPad.
April 5, 2013
DSC
Personal Goals, In Spanish 2 I think I used Spanish about 75% of the time. In Spanish three, it was much lower because we are being a new concept.
Spanish 4, the students did most of the talking in the TL because they were making presentations on the text we just finished.
Class room atmosphere: The Spanish two students seem to be happy to make the music video. I have had some positive feed back on that. Spanish three are looking forward to playing Simon Says as a way to reinforce the commands. I was very pleased with the Spanish 4 presentations.
Student centered learning: Spanish four chose what they would create for a final project, Spanish three is telling a friend what to do and not to do, and Spanish two chose friends to make their music video.
April 24, 2013.
Spanish Two made their IPad music videos of the song ¿Qué hiciste ayer? and I will post my favorite video.
This week, SWBAT: tell people about actions that happened yesterday using verbs that are irregular in the preterite. First, they will tell a partner what they did during vacation and report to the class three activities their partner did using the third person. This gives the student an opportunity to speak in the target language using the first, second and third persons.
Personal Goal for Spanish Two- I have been using about 60% TL. I find that I tend to throw in TL words or phrases here and there and then I build from there. Today, I asked the students in the TL how many people were in their group and the students understood that and answered with the number in Spanish.
Spanish 4 SWBAT: Describe in the TL two planets The Little Prince has visited.
SWBAT: After reading the first chapter in The Little Prince, students will draw their own picture. In the TL SWBAT guess what the student has drawn, and then the student will describe their own painting.
SWBAT write a ten line dialogue of the Vain Man and act it out with a partner in the TL.
Personal goal: Student centered learning: Students decided what they wanted to draw and spoke about it in their own words.
Target language: about 92%
Classroom environment: I'm having fun teaching The Little Prince, and I sense that the students are enjoying it also. One student brought in a copy of the book in dual languages: French and Spanish!
Spanish Three: SWBAT: Tell five different people what to do and what not to do. They will make a poster using illustrating 25 commands in the TL.
Personal Goal: About 70% in the TL
Student centered learning: The students are in groups of three make rough drafts for the posters. They are using the large post it pads that I taped to the walls. They are helping each other make the commands.
Classroom environment: After the commands, I will be teaching them how to soften the commands using the subjunctive voice. I asked them if they wanted to see a verb conjugated in the subjunctive and they all said, ¡Sí, señora!